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Original message: I do not share Mr. Allen’s praise for the repeated airing of Flight: the Genius of Birds by CPT12. I have no problem with this program airing with a disclaimer that its contents advocate for “intelligent design” and that its conclusions are not supported by scientific evidence. But that is not what CPT12 did and your channel is complicit in Mr. Allen’s charade. I also object to CPT12’s repeatedly patting itself on the back for airing this program in the way that it did. “Part of Colorado Public Television’s mission is “Serving under-represented interests by providing access to diverse and opposing viewpoints.” CPT12 has been known for airing controversial subject matter in the past. It seems to be a part of our station’s DNA. It is just the way we roll.” I repeat again: If some people think that the world is flat, or that the Sun orbits around the Earth or that Zeus created the universe, they do not represent under-served interests that warrant 60 minutes on public TV. They are simply wrong. There is a fundamental difference between airing a controversial opinion and attempting to create a veneer of credibility around a religious view that the producers of this program want to "disguise" as science. If my opinion is not sufficient, then please take the time to review the following commentary from the National Academy of Sciences. While this conclusion was meant as a rebuttal to the teaching of intelligent design in schools, I think that it is also appropriate to the airing of faux scientific documentaries about creationism on public TV. This statement is from “Science and Creationism: A View from the National Academy of Sciences, Second Edition ( 1999 ) / Conclusion” "Science is not the only way of acquiring knowledge about ourselves and the world around us. Humans gain understanding in many other ways, such as through literature, the arts, philosophical reflection, and religious experience. Scientific knowledge may enrich aesthetic and moral perceptions, but these subjects extend beyond science's realm, which is to obtain a better understanding of the natural world. The claim that equity demands balanced treatment of evolutionary theory and special creation in science classrooms reflects a misunderstanding of what science is and how it is conducted. Scientific investigators seek to understand natural phenomena by observation and experimentation. Scientific interpretations of facts and the explanations that account for them therefore must be testable by observation and experimentation. Creationism, intelligent design, and other claims of supernatural intervention in the origin of life or of species are not science because they are not testable by the methods of science. These claims subordinate observed data to statements based on authority, revelation, or religious belief. Documentation offered in support of these claims is typically limited to the special publications of their advocates. These publications do not offer hypotheses subject to change in light of new data, new interpretations, or demonstration of error. This contrasts with science, where any hypothesis or theory always remains subject to the possibility of rejection or modification in the light of new knowledge. No body of beliefs that has its origin in doctrinal material rather than scientific observation, interpretation, and experimentation should be admissible as science in any science course. Incorporating the teaching of such doctrines into a science curriculum compromises the objectives of public education. Science has been greatly successful at explaining natural processes, and this has led not only to increased understanding of the universe but also to major improvements in technology and public health and welfare. The growing role that science plays in modem life requires that science, and not religion, be taught in science classes."
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